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Canadian Studies

9 Mitacs Globalink (GRI) research projects for Summer 2027.

1. A la découverte de la Fransaskoisie

Parmi les communautés francophones du Canada, les "Fransaskois" sont parmi les moins connus. Vous aurez la chance découvrir cette communauté vibrante, grâce à un travail collaboratif avec la Société historique de la Saskatchewan. Vous devrez notamment indexer les articles du journal communautaire "L'Eau vive" de façon thématique. Vous aurez aussi à développer une liste des archives liées à la Fransaskoisie qui sont conservées un peu partout à travers la province (au sein d'institutions municipales, congrégations religieuses, collections privées). Votre contribution sera cruciale pour faire mieux connaître la communauté fransaskoise. Les résultats de vos recherche seront affichés sur un site internet, facilitant le travail d'autres chercheurs dans une variété de disciplines (histoire, sociologie, science politique, linguistique, communications, etc.).

Research area, student roles & skills

Research area: Histoire des communautés francophones du Canada

Student roles:
Indexer des articles de façon thématique
Concevoir des répertoires de recherche pour des fonds d'archives

Skills required:
maîtrise du français; intérêt pour le sujet; capacité de travailler de façon minutieuse

2. Alternative Visions of Motherhood: Class, Race, Religion and Second Wave Women's Movements in Canada_Clone

The history of the Canadian second wave feminist movement remains understudied. Scholars have not explored either the religious/irreligious dimensions of the movement or competing attitudes to motherhood and family within it. I have conducted research and presented a number of papers with Dr. Margaret Little of Queen’s University on differences in attitudes and conflicts over motherhood between the mainstream second wave women’s movement and activist welfare rights mothers, as well as on the relationship between the women's movement and immigrant women activists. We are continuing our research into low income women's groups and are also exploring the tension between mainstream feminists and activist organizations of immigrant and racialized women over issues of motherhood and family. As part of this project we are also looking at the activist organizations Wages for Housework and the affiliated group Wages Due Lesbians, which allied with low income and immigrant women's groups and were concerned about issues of motherhood and the unpaid work women did in the family. This project will also examine the role that religion (and the perceived secularism of mainstream feminism) may have played in deepening the divide between mainstream feminists and groups of activist immigrant and racialized mothers. For many within the latter group, it appears that the imbrication of religious and ethnic/racialized identity, and the central role of mothers in maintaining such identity within the family made the perceived secularity of mainstream feminists and their critique of motherhood and family less appealing. In this project we are conducting archival research regarding low income and immigrant women's groups, and conducting oral history interviews with former members of these groups. Over the next summer we will also be developing a website of this project.

Research area, student roles & skills

Research area: The focus of my research is Canadian women's and gender history and the social history of religion. I have published in the areas of women and religion, ethnic and immigrant women's history, the history of women's activism and the history of social welfare. I have published books on the history of religion and gender in Ontario, and on irreligion in British Columbia, Canada, and am working on a project on differing attitudes to motherhood and religion/secularism among different activist groups within Canadian second wave feminism, between 1968 and 1995.

Student roles:
The student will conduct archival and newspaper research using the records and newspapers of second wave women's organizations, both in archives and online. The student will be trained in oral history techniques, and will assist me in conducting oral history interviews with former members of second wave feminist activist groups, including immigrant and radicalized women's groups and low income women's groups. Once the student is fully trained they may be able to conduct interviews themselves. They will also transcribe interviews, after having been trained to do so. If they have the skills, they will also do data analysis based on archival and interview date collected. They will also assist in the development of a website for this project.

Skills required:
The student(s) will be required to have some knowledge of the history of second wave feminism, ideally in Canada, but definitely internationally. They should have acquired this knowledge through undergraduate courses in History/Sociology/Political Science or Women's/Gender Studies.
They should ideally have some archival and oral history research skills and some experience in transcribing interviews.
They should be able to conduct research online.
Strong writing, research and oral communication skills in English required. Research analysis skills (NVivo or other relevant software) would be an asset. Website design skills would be an asset.

3. From Empire to Federation? Canada and Russia Compared

Given certain demographic and geographic similarities, Canada and Russia are often compared in both popular and academic discourse. While the former is viewed as a "multinational federation" the latter is portrayed as an "empire". To what extent do these labels accurately describe Russian and Canadian domestic realities? Yet, apart from the recently-published series of vignettes "Québec, Canada, Russie : 100 miroirs; Квебек – Канада – Россия, 100 зеркал" (Presses de l'Université Laval, 2016), there are few systematic comparative analyses between the two countries. You will lay the groundwork for such a project, by performing literature reviews dealing with the following themes. 1) Settler Colonialism: Relations with Indigenous Peoples Past and Present 2) Multinational Realities: Constitutional Arrangements, Public Holidays and Language Policies 3) Regional Disparities: Economic Heartland versus Resource-Rich Hinterland 4) Lands of Immigrants: Grappling with Multiculturalism 5) The Counter-Narrative: Russia and (French) Canada as “Small Nations” * Literature dealing with Canada and Russian must be included in your review.

Research area, student roles & skills

Research area: Canadian History; Perceptions of Canada in Russia

Student roles:
Preparing bibliographies and literature reviews.

Skills required:
-knowledge of Russian
-knowledge of French would be an important asset
-knowledge of Microsoft excel would be an asset
-attention to detail

4. Health Technology Adoption and Falls Prevention Among Aging Populations: A Cross-National Environmental Scan

Falls are the leading cause of injury-related hospitalization among Canadian seniors, costing the health system over $2 billion annually. Health technologies offer promising tools for falls prevention and social connectedness, yet adoption rates among older adults remain low. Significant gaps exist in understanding which technologies are effective, accessible, and culturally appropriate for diverse aging populations. This project conducts an environmental scan of health technologies and digital platforms used for falls prevention and social connectedness promotion in Canada. The intern will map the current landscape of AgeTech solutions, assess technology adoption patterns among older adult service providers in the Windsor-Essex region, and investigate barriers to uptake among diverse populations. Specific tasks include: developing and executing systematic literature search strategies across health technology and gerontology databases; designing and administering an online survey to health and social service providers serving older adults; conducting semi-structured interviews with AgeTech developers, community health organizations, and aging service providers; analysing qualitative and quantitative data using thematic analysis and descriptive statistics; and contributing to a bilingual environmental scan report with evidence-based recommendations for improving technology access among underserved aging populations. The intern will work under the supervision of Dr. Shanthi Johnson (VP Research and Innovation, Professor, Human Kinetics), whose research on falls prevention and social isolation among immigrant seniors provides the methodological foundation for this project. The intern will collaborate with a multidisciplinary research team including graduate students and community partners. The project provides hands-on experience in health technology assessment, mixed-methods research, and community-engaged scholarship skills increasingly valued in the growing AgeTech and digital health sectors.

Research area, student roles & skills

Research area: Our research examines how health technologies including wearable devices, telehealth platforms, falls detection systems, and social connectedness applications can support healthy aging and falls prevention among older adults. We investigate technology adoption barriers, accessibility challenges, and equity dimensions across diverse aging populations, with particular attention to immigrant and refugee seniors who face compounded barriers to technology access. This work is situated within the Faculty of Human Kinetics and the Office of the Vice-President, Research and Innovation at the University of Windsor, and connects to the university's broader commitment to health promotion.

Student roles:
The intern will serve as a research assistant contributing to the health technology environmental scan, with their work directly informing a published report and potential peer-reviewed publications.

Week 1–2: Orientation and literature review setup. The intern will receive an orientation to the project, the research team, and the University of Windsor research environment. They will develop systematic search strategies and begin the literature review of AgeTech solutions for falls prevention and social connectedness.

Week 3–5: Systematic review and survey design. The intern will complete the literature review, extracting and synthesizing data on health technology types, adoption rates, and effectiveness evidence. They will also assist in designing an online survey targeting health and social service providers in the Windsor-Essex region.

Week 6–8: Data collection. The intern will administer the provider survey and conduct 5–8 semi-structured key informant interviews with AgeTech developers, community health organizations, and aging service providers. They will transcribe and code interview data.

Week 9–10: Analysis and synthesis. The intern will analyse survey results using descriptive statistics and perform thematic analysis of interview transcripts. They will synthesize findings into a structured contribution to the environmental scan report.

Week 11–12: Report writing and presentation. The intern will draft a section of the environmental scan report, prepare a research poster or presentation summarizing their findings, and present their work to the research team. They will receive feedback and discuss opportunities for continued collaboration and co-authorship.

Throughout the internship, the intern will attend weekly supervisory meetings and participate in research team discussions connecting their work to the broader healthy aging research agenda.

Skills required:
The student should be enrolled in an undergraduate or master's program in computer science, health informatics, public health, gerontology, or a related field. Required skills include: proficiency in literature search and systematic review methods; experience with quantitative data analysis (Excel, SPSS, or R); strong written and oral communication in English; ability to work independently and as part of a team. Preferred assets: experience with qualitative research methods (interviews, thematic analysis), familiarity with health technology or digital health concepts, and interest in aging or gerontology research.

5. History of Technology in Canada

The development of telecommunications infrastructure in northern and western Canada from the 1880's to the 1980's is not well documented. The experience gained during this time led to Canada become a major supplier of telecommunications technology during the latter part of the twentieth century, and continues to have significant impacts on Canadian sovereignty and economic development, and continues to affect government policy. The research project seeks to share the details of these efforts, including deployment of the first telegraph, telephone, radio, and satellite links by the Dominion government, railways, and private interests, with a wide audience. Importantly, we have strong links to organizations that host relevant archival material and artifacts and a handful of people who actually worked for some of these pioneering firms between the 1950's and 1990s, making this in ideal project for anyone with aspirations to become a serious historian of technology.

Research area, student roles & skills

Research area: Prof. Michelson chairs both the IEEE Communications History Committee and the CNC-URSI History committee, and is a member of the History and Archives Committee of the Engineering Institute of Canada. His main area of interest is the history and historiography of science and technology in the 20th century with particular interest in space technology, telecommunications and radar. Prof. Michelson has close ties to both the IEEE History Center and Library and Archives Canada.

Student roles:
Following an initial briefing and familiarization session, the student will be involved in all aspects of the project from planning to execution to reporting. The student will have many opportunities to interact with historians archivists from across Canada and IEEE as they pursue the work. The work will involve record keeping, note taking, and preparation of interim reports or working papers concerning the development of telecommunications infrastructure in northern and western Canada from the 1880's to the 1980's.

Skills required:
The student should have a keen interest in the development of telecommunications infrastructure and value the opportunity to pursue historical research involving large amounts of archival material. The student should be well-organized, a good communicator, and enjoy perusing archival material and making sense of the big picture. The student will also have opportunities to interact with a handful of people who actually worked for some of these pioneering firms between the 1950's and 1990s,

6. Indian Residential Schools and Social Reproduction

Until the 1990s, the government of Canada and various Christian churches established residential schools which Indigenous children were often forced to attend, and which meant to assimilate them into Canadian society. This project aims to develop a framework to study residential schools by applying social reproduction theory (the reproduction of life and of relationships) to colonialism. The approach is theoretical, focusing on the personal, social, and political being of the students at these schools, and borrows from philosophy, Indigenous studies and settler colonial studies, as well as sociology and political science. It draws most importantly from feminist philosophy and theory, where social reproduction was first studied, and continues to be studied today in postcolonial and decolonial contexts. The project will ultimately give teams of researchers from Indigenous communities as well as academic researchers a framework to understand the meaning of daily interactions as well as of the abuse that took place within Indian Residential Schools.

Research area, student roles & skills

Research area: My work in social and political philosophy/theory is interdisciplinary but is mostly attached to phenomenology. My research revolves around two questions: (1) the manners in which we act together with and against others to transform the ways in which we coexist; and (2) the manners in which we already interact as the background for these actions. My focus is on the lived experiences a person can have in relation to the ideas and institutions among which they live; on the experience of intercultural relations; as well as on concerns relating to social justice and democracy that emerge from these experiences.

Student roles:
The work will mostly consist of bibliographical research, will include reading and analyzing books and articles of philosophy and theory, and working with documents (from archives and/or published memoirs, interviews, testimonies, etc.).

Over the course of the internship, the intern will: (1) compile an annotated bibliography with a vast array of authors and perspectives; (2) work on sources about residential schools where realities related to social reproduction are described; and (3) prepare a comparative literature review.

They will meet with me regularly, and have the chance to work with a larger research team focusing on related themes. This team includes former residential school students.

What is more, interns will be asked to prepare a paper on a topic related to their work, in consultation with me. An informal version will be shared with a wider research team that includes former residential school students. As MITACS also funds students who undertake a Master’s project with the same institution where they complete their internship, this paper could be the basis of a Master’s degree under my supervision (although taking advantage of this possibility is not a requirement for selection).

Skills required:
The intern will be able to read theoretical texts. A familiarity with interdisciplinary work would be helpful. No previous knowledge of the Canadian context is required, but familiarity with other colonial contexts would be an asset. They should have a personal interest in one of the aspects of the project, or in the study of: economic life, gendered relations, inter-generational relations, or colonialism. The intern will read and write proficiently in English and/or French (only one of the two is required). Familiarity with bibliographical research would also be an asset, although training will be provided.

7. Policy Pathways for Diversifying Sources of Critical Minerals

This project examines how different jurisdictions encourage the recovery of critical minerals from non traditional sources (e.g., byproducts, co products, and mine wastes), and compares these approaches to the current Canadian regulatory framework. Although Canada identifies critical minerals as a strategic priority, existing policies and permitting structures do not actively support recovery from secondary sources. As a result, opportunities to diversify supply through byproduct extraction or reprocessing of waste materials remain underdeveloped. The intern will conduct a comparative policy analysis to identify regulatory mechanisms, incentives, and governance models used in regions where alternative recovery pathways are more advanced. This may include examining permitting frameworks, waste reprocessing regulations, royalty structures, reporting requirements, and environmental or circular economy policies that enable or constrain secondary recovery. The student will review policy documents, government reports, and academic literature, and will help synthesize findings into a structured assessment of gaps and opportunities for the Canadian context. This project is well-suited for students interested in natural resource policy, critical minerals strategy, environmental governance, or the intersection of geology and public policy. The student will gain experience in policy analysis, comparative research methods, and evidence-based evaluation of regulatory frameworks. Their work will contribute to a broader understanding of how Canada could diversify its critical mineral supply by enabling recovery from sources that are currently overlooked.

Research area, student roles & skills

Research area: Dr. Adriana Guatame-Garcia is an assistant professor in critical mineral resources (science and policy). Her work has extended through the different stages of the mining cycle, where she has evaluated opportunities for resource extraction, process optimization and mine waste management. In her work, she uses mineralogical and geochemical techniques (lab- and field-based) to determine the mineral dynamics that govern processes in the recovery of mineral resources and the storage of waste streams. More recently, she has also been working on the assessment of policies related to critical minerals.

Student roles:
The student will contribute to a project examining how different jurisdictions support the recovery of critical minerals from byproducts, co products, and secondary sources such as mine wastes. Their primary role will be to conduct a comparative analysis of policy frameworks, identifying regulatory mechanisms and incentives that enable alternative recovery pathways and assessing how these approaches differ from the Canadian context.
The student will review policy documents, government strategies, regulatory guidelines, and relevant academic literature. They will help map out how selected jurisdictions structure permitting, waste reprocessing rules, reporting requirements, and economic or environmental incentives related to secondary recovery. The student will synthesize findings into clear summaries, identify gaps or barriers in the Canadian framework, and contribute to discussions on potential policy pathways that could support diversification of critical mineral supply. This role is well-suited for students in public policy, political science, environmental studies, or interdisciplinary programs who want experience with applied policy analysis in the critical minerals sector.

Skills required:
A strong candidate will have:
• Background or coursework in public policy, environmental policy, resource governance, or related fields.
• Interest in critical minerals, natural resource management, or the interface between science and policy.
• Experience reading and interpreting policy documents, regulations, or government reports.
• Strong analytical and writing skills, with the ability to summarize complex information clearly.

8. The Economics of a Colonial Institution: The Indian Residential School System in Canada

Until the 1990s, the government of Canada and various Christian churches established residential schools which Indigenous children were often forced to attend, and which meant to assimilate them into Canadian society. This project aims to develop a framework for studying the economic life of these institutions, focusing on children’s labour, but also on that of missionaries and teachers; as well as on consumption and exchange. Above all the project seeks to answer the question of what the Indian Residential School System produced and what costs and resources allowed this production (since it is not a question of material goods). The approach will mix qualitative data and theory, and may include simple quantitative data depending on access to archives. It will focus on the personal, social, and political being of the students at these schools in relation to the residential schools as economic institutions, and borrow from philosophy, Indigenous studies and settler colonial studies, as well as economics and political economy. It draws most importantly from Marxian and post-colonial theories. The project will ultimately give teams of researchers from Indigenous communities as well as academic researchers a framework to understand the meaning of daily interactions as well as of the harm that took place within Indian Residential Schools.

Research area, student roles & skills

Research area: My work in social and political philosophy/theory is interdisciplinary but is mostly attached to phenomenology. My research revolves around two questions: (1) the manners in which we act together with and against others to transform the ways in which we coexist; and (2) the manners in which we already interact as the background for these actions. My focus is on the lived experiences a person can have in relation to the ideas and institutions among which they live; on the experience of intercultural relations; as well as on concerns relating to social justice and democracy that emerge from these experiences.

Student roles:
The work will mostly consist of bibliographical research, will include reading and analyzing books and articles of social philosophy and economic theory, and working with documents from archives.
Over the course of the internship, the intern will: (1) gather archival documents; (2) compile an annotated bibliography; (3) work on sources about residential schools where realities related to the lived experience of economic life are described; and (4) analyze these sources and provide an overview of the analysis.
They will meet with me regularly, and have the chance to work with a larger research team focusing on related themes. This team includes former residential school students.
What is more, interns will be asked to prepare a paper on a topic related to their work, in consultation with me. An informal version will be shared with a wider research team that includes former residential school students. As MITACS also funds students who undertake a Master’s project with the same institution where they complete their internship, this paper could be the basis of a Master’s degree under my supervision (although taking advantage of this possibility is not a requirement for selection).

Skills required:
The intern will be able to read theoretical texts and work with qualitative data. A familiarity with economic theory would be helpful. No previous knowledge of the Canadian context is required, but familiarity with other colonial contexts would be an asset. They should have a personal interest in one of the aspects of the project, or in the study of: economic life; production, social reproduction, and consumption; gendered economic relations; or post-colonial and decolonial studies. The intern will read and write proficiently in English and/or French (only one of the two is required). Formal training in economics is not necessary.

9. Young university male students’ e-health literacy and digital health literacy: Health perceptions and practices.

The project has the following objectives: (a) Identify the modus operandi related to the enhancement of the electronic health literacy (e-HL)/digital health literacy (DHL) of young adult men as they seek and apply health and well-being information; (b) Understand the nature, development, and expressions of e-HL/DHL by young adult men; (c) Analyze young adult men’s ability to confidently access and safely use reliable e-HI/DHL from various sources; (d) Analyze how young adult men mobilize their potential to access, appraise, and safely use credible e-HI/DHL resources in conjunction with other sources of information. This qualitative online research has the following interpretative hypotheses: H1- Despite socio-economic and educational particularities, young adult men’s individualized and common goals of being physically, emotionally, and intellectually well can provoke their curiosity and sustain their mind-openness to explore health- and well-being-related information. H2- Diverse forms of masculinities as lived by young adult men can determine their interests in apprehending the idea of health and well-being-related risks, more than socio-economic and educational profiles, thus influencing their functional and critical e-HL and DLH. H3- The unsolicited input of health- and well-being-related information by trustworthy individuals to young adult men stimulates them to consider preventative and self-care measures. H4- The appraisal and analysis of health and well-being information by young adult men provokes critical insights about imminent risks, feelings of certainty, and acknowledgment of needed changes in their behaviours and practices. The design is an online-adapted survey with general sociodemographic questions and multiple-choice questions to identify trends in thinking and behavior among participants.

Research area, student roles & skills

Research area: Men's health and health literacy

Student roles:
Take an online module on conducting literature reviews (TMU library).
Conduct a rapid literature review focusing on recent statistics on men’s health in the provinces of Ontario and Saskatchewan to support the development of future manuscripts’ sections on findings analysis, interpretation, and discussion.
Manage quantitative data.
Arrange quantitative data and design tables combining areas of evidence.
Manage qualitative findings as collected as narrative short answers.
Coding qualitative findings using the software Atlas ti.
Develop a descriptive text of the results gained per area of social determinants of health (SDH).
Consult the research team during the progressive data and findings analysis.
Design a conceptual map displaying identified interlinks among issues of SDH and students’ personal health management within the perspective of equity in health, cultural diversity and sensitivity, social inclusion, cultural and social capital, honoring their native and local knowledge.
Draft abstracts for scientific meetings: TMU Learning and Teaching Conference, Canadian Nursing Students Association’s national conference, DCSON scientific events, etc.
Draft a one-page factsheet containing key information on novelty and innovation identified in the scientific evidence. To be posted on the Student Wellbeing webpage (tentatively).
Contribute to the creation of an outline for scholarly manuscript development.
Write a 3-page summary report to be submitted to Student Wellbeing- Health Promotion Programs, the Office of the Vice-Provost, Students, and other similar offices in the University of Saskatchewan and the Université d'Ontario Français.

Skills required:
1 - Be able to work independently; work in a team and at a rapid pace; deal with uncertainty in academic work; and apply creativity in the process of reporting information on social media.
2 - Be sensitive to the cultural diversity in matters of masculinity and gender in urban settings.
3- Be interested in the matter of men's health, health promotion, and social determinants of health
4- Have advanced organizational skills, good critical reading skills, solid skills in followership, and an interest in learning about qualitative research.